Vocational Training for Blacks Debated

Atlanta--Despite a longstanding philosophical disagreement among
black educators about the value of vocational-education programs, and
their view that racial discrimination prevails in such programs, many
now argue that black students should be encouraged to enter the
programs as a solution to growing unemployment in their age group.

According to vocational educators meeting here last week, black
students are not taking advantage of vocational-education programs as
they should because such programs are viewed negatively in the schools
and by the students' parents.

Members of the National Association for the Advancement of Black
Americans in Vocational Education (naabave) discussed these and other
"crucial issues" adversely affecting black students' involvement in
vocational training during the annual convention of the 55,000-member
American Vocational Association.

In a series of roundtable discussions, naabave members expressed
concern over both the low numbers of blacks showing
interest in skills training and their own inability as educators to
steer those who do pursue vocational training into higher-paying
jobs.

There are approximately 13 million secondary and postsecondary
students enrolled in a sequence of vocational courses for specific
occupations. Blacks represent 2.16 million, or 16.5 percent of that
total group, according to 1978-79 figures compiled by the National
Center for Education Statistics.

A more recent study of national vocational programs, conducted by
the National Institute of Education (nie), found that women as well are
usually enrolled "predominantly in low-wage" training programs, such as
secretarial and clerical courses. The study noted that "patterns by
race and ethnicity were less pronounced," but it reported that in some
states there are greater percentages of black students enrolled in
occupational training programs for lower-paying health, consumer and
office occupations.

The nie study found that in Colorado and Florida, for example,
blacks were "much less likely to be trained for high-wage" technical
and trade occupations and more likely to be trained for "low-wage" jobs
than non-Hispanic white students at the secondary level.

But, according to the nie, black students in California were "more
heavily enrolled" in secondary vocational programs for high-paying jobs
than were non-Hispanic whites.

Norris Hogan, a high-school principal in Atlanta, said blacks have
been "brainwashed" by the historical controversy over whether
vocational-technical training or liberal-arts training is best for
black students. As a result, he said, there are not enough black
students or administrators in vocational training.

The long debate, explained Samuel H. Jimmerson, assistant director
for instruction at the Atlanta Area Technical School, predates the
Civil War. In the 1850's, he said, vocational training for blacks was
endorsed by the black abolitionist Frederick Douglass as the means of
becoming "valuable to society." It was later challenged by one of the
founders of the naacp, W.E.B. DuBois, an educator and sociologist who
argued in favor of liberal-arts training for blacks as the best means
of removing employment barriers.

But his position was criticized by the educator Booker T.
Washington, who had taken up Douglass's views on the value of
vocational training.

Since then, according to Mr. Jimmerson, education of black students
has been "tilted in the direction of academic professional training
with a subtle disregard for vocational technical training...."

"The reason for this disregard is past and current discrimination
practices of this society, coupled with the denial of union membership
and job placement opportunities," Mr. Jimmerson said.

Clyde W. Hall, president of Savannah State College and professor of
engineering technology, said blacks are not taking advantage of
increased employment opportunities; but, citing labor statistics that
showed higher unemployment rates for blacks than for whites, he also
blamed such disproportionate unemployment figures on racism.

Mr. Hall pointed to such "internal forces" as the "absence of
positive attitudes toward self and society," the lack of a "positive
work ethic," and a value system held by some black youths that "does
not promote prosperity and self-reliance."

While naabave members emphasized that not all black students should
enroll in vocational programs, they indicated that those who do enroll
should be provided with vocational guidance.

Warner L. Dickerson, Tennessee's assistant commissioner for
vocational-technical education, said that although vocational guidance
was mandated by the Congress, the legislators never provided enough
money to address career counseling for vocational-technical
occupations. He said the states have had to rely on academic counselors
who "steer students toward college."

(A bill that would strengthen vocational counseling programs in
schools was introduced in the U.S. House of Representatives last month
by Dale E. Kildee, Democrat of Michigan, and William F. Goodling,
Republican of Pennsylvania. It would set aside 6 percent of all federal
funds targeted for state vocational-education programs to be used for
"vocational guidance.")

Mr. Dickerson said that the problem black students face is not just
poor vocational counseling. "Until we overcome racism, we'll never
solve the problem" of underrepresentation of black students and
professionals in vocational education.

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